Abstract：
UNASSIGNED: Professionalism is a multidimensional sociocultural construct that is abstract, evolving and context-dependent in nature. This has made the teaching and assessment of professionalism in healthcare complex and challenging. A lack of professionalism can increase patient risk and litigation.
UNASSIGNED: This article examines group creativity and diversity across healthcare and non-healthcare disciplines and how they can assist students in constructing their own understandings and knowledge of professionalism. It is proposed that linking professionalism to creativity will improve understanding on how to help students studying healthcare learn about professionalism better.
UNASSIGNED: A total of 30 students from different tertiary levels and across disciplines participated in the study. They explored either a gallery or museum and examined an artefact relating to professionalism. Learning experiences were evaluated via survey results and thematic analyses of their reflective essays and semi-structured interviews.
UNASSIGNED: Participants reported increased understanding of professionalism and appreciation of perspectives and skills of others. The creative aspect of the task was fun and engaging, and group diversity enabled different opinions and perspectives to be heard and shared. This is analogous to a professional working environment. Themes generated from the essays were: (a) intrinsic motivation, (b) diversity, (c) learnings of professionalism, and (d) challenge encountered.
UNASSIGNED: The results of this research make a meaningful contribution to existing literature by empirically demonstrating that students from different disciplines could better construct their own understandings of professionalism when their learning activities were performed in an authentically creative and diverse setting. This educational concept is underpinned by diverse types of creativities that are not mutually exclusive. It is hoped that this first piece of evidence will stimulate more studies on utilising group creativity and diversity in healthcare education.
UNASSIGNED: This article examines group creativity and diversity across healthcare and non-healthcare disciplines and how they can assist students in constructing their own understandings and knowledge of professionalism. It is proposed that linking professionalism to creativity will improve understanding on how to help students studying healthcare learn about professionalism better.
UNASSIGNED: A total of 30 students from different tertiary levels and across disciplines participated in the study. They explored either a gallery or museum and examined an artefact relating to professionalism. Learning experiences were evaluated via survey results and thematic analyses of their reflective essays and semi-structured interviews.
UNASSIGNED: Participants reported increased understanding of professionalism and appreciation of perspectives and skills of others. The creative aspect of the task was fun and engaging, and group diversity enabled different opinions and perspectives to be heard and shared. This is analogous to a professional working environment. Themes generated from the essays were: (a) intrinsic motivation, (b) diversity, (c) learnings of professionalism, and (d) challenge encountered.
UNASSIGNED: The results of this research make a meaningful contribution to existing literature by empirically demonstrating that students from different disciplines could better construct their own understandings of professionalism when their learning activities were performed in an authentically creative and diverse setting. This educational concept is underpinned by diverse types of creativities that are not mutually exclusive. It is hoped that this first piece of evidence will stimulate more studies on utilising group creativity and diversity in healthcare education.
摘要：
■专业主义是一种抽象的多维社会文化结构，本质上是进化的和依赖于上下文的。这使得医疗保健专业的教学和评估变得复杂而具有挑战性。缺乏专业精神会增加患者的风险和诉讼。
■本文探讨了跨医疗保健和非医疗保健学科的群体创造力和多样性，以及他们如何帮助学生构建自己的专业理解和知识。建议将专业精神与创造力联系起来，将提高对如何帮助学习医疗保健的学生更好地学习专业精神的理解。
■共有30名来自不同高等教育水平和跨学科的学生参加了这项研究。他们探索了画廊或博物馆，并检查了与专业精神有关的人工制品。通过调查结果以及对反思性论文和半结构化访谈的主题分析来评估学习经验。
■参与者报告说，他们对专业的理解和对他人观点和技能的欣赏。这项任务的创造性方面既有趣又引人入胜，和群体多样性使不同的意见和观点能够被听到和分享。这类似于专业的工作环境。论文产生的主题是：(A)内在动机，(b)多样性，(c)学习专业精神，(d)遇到的挑战。
■这项研究的结果为现有文献做出了有意义的贡献，通过实证证明，当来自不同学科的学生在真正的创造性和多样化的环境中进行学习活动时，他们可以更好地构建自己对专业的理解。这种教育概念是由不相互排斥的各种类型的创造力支撑的。希望这第一个证据将激发更多关于在医疗保健教育中利用群体创造力和多样性的研究。
■本文探讨了跨医疗保健和非医疗保健学科的群体创造力和多样性，以及他们如何帮助学生构建自己的专业理解和知识。建议将专业精神与创造力联系起来，将提高对如何帮助学习医疗保健的学生更好地学习专业精神的理解。
■共有30名来自不同高等教育水平和跨学科的学生参加了这项研究。他们探索了画廊或博物馆，并检查了与专业精神有关的人工制品。通过调查结果以及对反思性论文和半结构化访谈的主题分析来评估学习经验。
■参与者报告说，他们对专业的理解和对他人观点和技能的欣赏。这项任务的创造性方面既有趣又引人入胜，和群体多样性使不同的意见和观点能够被听到和分享。这类似于专业的工作环境。论文产生的主题是：(A)内在动机，(b)多样性，(c)学习专业精神，(d)遇到的挑战。
■这项研究的结果为现有文献做出了有意义的贡献，通过实证证明，当来自不同学科的学生在真正的创造性和多样化的环境中进行学习活动时，他们可以更好地构建自己对专业的理解。这种教育概念是由不相互排斥的各种类型的创造力支撑的。希望这第一个证据将激发更多关于在医疗保健教育中利用群体创造力和多样性的研究。
